![Sample our Language & Literature journals, sign in here to start your FREE access for 14 days]({"type":"image" , "src" : "/sda/5941/TOC-Subject-Sample-2021-Language-Literature.jpg"})
ABSTRACT
English Medium Instruction (EMI) research has mushroomed in response to the rapid increase in EMI courses in higher education (HE) worldwide. Despite concerns about the need for EMI teacher professional development (PD) there are few studies on PD in EMI. We present a study of EMI teacher PD which adopted a model of equal status collaborative research between a language specialist and two EMI teachers whereby the latter were presented with highly detailed analyses of their lessons over a period without evaluative commentary/feedback from the language specialist. Our findings suggest that the two teachers reacted enthusiastically to the model but one teacher felt a greater need to move towards an interactive pedagogy than the other. Possible explanations are given and suggestions for adapting future research are made.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Ernesto Macaro
Ernesto Macaro, PhD, is Emeritus Professor of Applied Linguistics at University of Oxford. His current research focuses on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He published widely in these areas.
Lili Tian
Lili Tian, PhD, is Professor in School of Foreign Languages at Renmin University of China. Her research interests include English-as-a-medium-of-instruction, second language writing, codeswitching. Her recent articles have appeared in Language Teaching Research, System, Language Awareness.